Identifying false growth mindsets in adults and implications for mathematics motivation

Abstract

Although the belief that ability can change, a growth mindset, has been identified as beneficial for motivation and challenge seeking, recent criticisms of mindset theory have argued that mindset is a weak predictor of achievement in some circumstances. Meanwhile, researchers have qualitatively described adults who agree with growth mindset, but do not behave as though they believe ability can change (e.g., praise children for their intelligence), suggesting they may hold a false growth mindset. In three studies with US adults (N = 294), undergraduate students (N = 214), and elementary school teachers (N = 132), we used cluster analyses to identify individuals with a false growth mindset. Mindset groups were identified based on participants’ combinations of responses to the traditional mindset measure and two alternative mindset measures. Five groups were identified in each study: fixed mindset, moderate mindset, false growth mindset, effort mindset, and extreme flexibility mindset. The mindset groups differed in their perceived competence in math (Studies 1–3), preference for challenge (Study 1), challenge seeking on optional math problems and math value (Study 2), and beliefs that only some students can do math and math anxiety (Study 3). Findings suggest that holding an inconsistent set of beliefs, like a false growth mindset, might contribute to the disconnect between mindset theory and practice and that consistent responses across a variety of growth mindset measures may prove to be the most adaptive. We conclude with words of caution to the many researchers and educators who hope that growth mindset interventions can improve student outcomes.